GIFT   OF 


THE  LOWER  HIGH  SCHOOL 


BY 


G.  WALTER  MONROE,  Principal 

WASHINGTON  LOWER  HIGH  SCHOOL 

/  BERKELEY,  CALIFORNIA 
APRIL,  1912 


Reprint  from   "The   Oak"   with 
some    alterations  and    additions 


L 


THE  LOWER  HIGH  SCHOOL 

UNDER  THE  BERKELEY  PLAN  WITH  SPECIAL 
REFERENCE  TO  THE  WASHINGTON  LOWER 
HIGH  SCHOOL. 


282838 


THE  LOWER  HIGH  SCHOOL. 


The  New  System  No  Longer  an  Experiment. 

After  two  years*  successful  experience  it  may  now  safely  be  said  that 
the  "Berkeley  plan"  has  passed  beyond  the  experimental  stage.  While 
there  has  not  yet  been  time  to  determine  the  full  value  of  the  system,  the 
results  already  obtained  are  sufficient  to  give  permanence  to  the  present 
organization,  and  another  year  will  find  it  in  full  operation. 

The  natural  division  of  the  school  work  into  three  groups  or  cycles, 
each  of  a  distinctive  character,  has  already  had  the  effect  of  holding  the 
children  in  school  for  a  longer  period  of  time  than  maintained  under  the 
old  plan.  According  to  Ayers,  60  pupils  out  of  every  1 00  leave  school 
between  the  close  of  the  fifth  grade  and  the  beginning  ot  the  ninth  grade. 
Of  the  remaining  40  who  enter  high  school,  only  1 9  reach  the  second 
year,-  a  loss  of  over  50%  between  the  first  and  second  high  school  years; 
and  just  1 0  complete  the  entire  course.  In  California  2.6  on  the  average 
enter  normal  schools,  universities  or  schools  of  a  grade  beyond  the  high 
school,  and  1 .3  graduate. 

A  careful  record  has  been  kept  of  the  pupils  enrolled  in  the  ninth 
grade  during  the  year  1910-11.  Out  of  453  who  should  normally  be 
found  in  the  tenth  grade  this  year,  1  1 8  are  missing.  Of  this  number  20 
are  repeating  a  part  of  the  ninth  grade  work;  22  have  entered  schools  in 
other  places;  17  have  quit  and  gone  to  work;  3  are  out  on  account  of  sick- 
ness; 1  7  have  entered  business  schools,  convents  or  private  schools;  and  39 
have  left  without  giving  any  information  as  to  their  future  intentions. 

The  pupils  repeating  work  and  those  who  have  entered  other  schools, 
cannot  properly  be  charged  against  the  local  system.  But  the  others,  aggre- 
gating 76  or  16.7  %  of  the  total  number  enrolled,  represent  an  actual  loss 
for  which  the  system  is  responsible.  There  is  no  data  available  for  com- 
parison with  previous  years;  and  while  it  is  quite  probable  the  loss  was  less 
than  the  average  reported  by  Ayers,  yet  it  is  not  likely  that  such  a  great 
difference  existed  as  obtains  under  the  present  plan. 

It  is  the  purpose  of  this  paper  to  present  a  general  view  of  the  second 
cycle  or  lower  high  school,  but  an  examination  of  the  records  concerning 


^fhe  attendance  in  the  lower  grades  would  doubtless  show  a  decrease  in  the 
/oss  of  pupils  at  the  end  of  the  fifth  grade.  The  fact  that  pupils  may  finish 
the  first  cycle  in  another  year  beyond  the  fifth  grade,  has  induced  many  of 
the  unstable  sort  to  remain  in  school,  who  otherwise  would  have  dropped 
out,  for  the  eighth  grade  is  too  far  removed  to  offer  any  inducement  to  such 
pupils  as  a  finishing  point. 

Pupils  who  thus  are  persuaded  to  remain  until  the  end  of  the  sixth 
grade,  may  develop  sufficient  ability  and  interest  to  enter  the  next  cycle  of 
only  three  years.  A  different  character  of  work  is  offered  and  under  new 
conditions  and  methods  of  presentation.  These  changes  have  much  to  do 
with  holding  the  pupils  in  school  during  this  period,  which  is  perhaps  the 
most  important  time  in  the  life  of  the  child  so  far  as  his  future  career  is  con- 
cerned. Thus  it  may  naturally  be  expected  that  some  pupils  will  be  car- 
ried through  the  whole  system,  step  by  step,  who  might  otherwise  become 
discouraged  and  drop  out  somewhere  along  the  line. 

Recently,  all  the  parents  in  the  lower  high  schools  were  asked  to  vote 
on  this  question:  "Do  you  favor  continuing  the  present  school  system?'* 
Nearly  all  the  parents  responded,  and  practically  all  voted  in  the  affirmative. 
The  few  negative  votes  came  mainly  from  parents  whose  children  have 
been  in  the  lower  high  schools  but  a  short  time.  Many  of  the  students 
who  have  gone  on  into  the  upper  high  school,  have  voluntarily  expressed 
their  hearty  approval  of  the  opportunities  offered  by  the  new  system. 


Special  Advantages  of  the  New  Plan. 

Several  important  features  characterize  the  work  of  the  lower  high 
school.  The  pupils  have  learned  how  to  study  and  to  apply  themselves 
to  their  daily  routine  of  work  without  the  teacher's  constant  guidance. 
They  require  less  supervision  and  direction,  and  are  beginning  to  assume 
some  responsibility  concerning  the  school  and  its  activities.  The  student 
body  organization  has  developed  a  number  of  substantial  leaders,  and  these 
in  turn  are  exerting  a  marked  influence  in  producing  a  splendid  school 
spirit, — a  condition  quite  different  from  that  which  exists  in  the  ordinary 
grammar  school. 

In  the  first  cycle,  including  the  first  six  grades,  the  school  is  of  neces- 
sity directed  entirely  by  the  teachers,  but  in  the  lower  high  school  there 


should  be  student  cooperation.  The  children  have  reached  the  age  when 
they  naturally  wish  to  assert  themselves,  and  it  is  highly  important  that 
they  be  allowed  to  exercise  their  own  individuality  under  proper  guidance. 
Then  there  is  a  decided  advantage  in  having  together  pupils  of  about  the 
same  age  and  tendencies. 

Since  the  ninth  grade  is  the  upper  class  in  the  school,  there  is  oppor- 
tunity for  leadership  among  these  pupils  which  would  not  be  possible  in 
the  ordinary  high  school  where  the  ninth  grade  is  the  beginning  class  and 
the  members  known  as  "Scrubs"  or  "Freshies."  As  a  result  of  this  student 
responsibility,  there  has  grown  to  be  a  feeling  of  friendly  cooperation  between 
the  teachers  and  the  pupils.  This  close  personal  contact  with  the  teacher 
has  produced  a  wholesome  clas 3  attitude,  and  has  enabled  the  teacher  to 
give  individual  attention  where  it  is  most  needed.  This  has  led  to  greater 
uniformity  of  work,  and  has  reduced  the  failures  to  a  comparatively  small 
number. 

Pupils  are  allowed  to  progress  as  rapidly  as  their  ability  will  permit. 
A  pupil  is  not  required  to  repeat  a  whole  term's  work  because  of  failure  in 
one  or  more  subjects,  but  he  is  given  the  privilege  of  continuing  his  course 
in  all  subjects  successfully  completed.  It  is  also  possible  for  a  student  to  skip 
a  whole  term's  work,  if  he  gives  evidence  of  being  able  to  fulfill  the  re- 
quirements of  the  grade  above.  In  the  case  of  some  of  the  more  mature  pu- 
pils, a  special  course  is  sometimes  arranged  to  suit  their  individual  needs. 

Cause  of  Failure  in  the  Ninth  Grade. 

The  reason  so  many  students  drop  out  of  high  school  at  the  end  of 
the  ninth  grade  or  during  that  year,  is  due  largely  to  discouragement,  and 
not  so  much  to  lack  of  ability.  Students  entering  high  school  from  the 
eighth  grade  of  the  grammar  school  find  themselves  in  an  entirely  different 
environment.  In  the  grammar  school  they  had  a  definite  course  outlined  for 
them,  and  they  were  under  the  care  and  direction  of  one  teacher.  When 
they  enter  high  school  they  must  select  some  particular  course  of  study,  and 
then  go  from  room  to  room  to  recite  to  as  many  different  teachers  as  they 
have  subjects. 

The  various  courses  selected  may  not  be  adopted  at  all  to  their  indi- 
vidual needs,  but  were  taken  because  the  differences  in  content  were  not 


clearly  understood;  and  perhaps  several  decided  to  take  the  same  course, 
or  it  may  be  that  some  student  friend  in  an  upper  class  advised  a  particular 
subject  because  of  the  personality  of  a  certain  teacher.1  The  number 
enrolled  in  the  ninth  grade  is  apt  to  be  large  in  comparison  to  the  enrollment 
in  other  classes,  and  consequently  the  class  members  receive  but  little  atten- 
tion in  the  beginning  when  help  and  sympathy  are  most  needed.  The  stu- 
dents comprising  the  upper  classes  are  likely  to  absorb  an  undue  amount  of 
the  teachers'  time  and  attention  because  of  their  familiarity  with  the  school 
and  its  customs.  With  these  conditions  it  is  not  ai  all  surprising  that  so  many 
become  discouraged  aud  fall  by  the  wayside. 

Under  the  new  system  these  difficulties  are  not  encountered.  The 
transition  is  gradual,  and  the  main  purpose  always  is  to  care  for  the  indi- 
vidual. The  student  is  taken  gradually  from  grammar  school  methods  to 
high  school  methods.  In  the  beginning  he  has  one  regular  teacher  and  a 
few  special  teachers  for  manual  and  domestic  arts,  drawing,  and  music.  In 
the  ninth  grade  he  may  have  several  teachers,  but  in  all  grades  he  is  under 
the  special  care  of  a  class  teacher.  The  student  body  organization  gives 
him  self  control  and  teaches  him  to  assume  responsibility. 

While  the  courses  in  the  lower  high  school  are  complete  in  themselves 
the  subjects  are  so  arranged  that  the  students  may  continue  the  same  line  of 
work  in  the  upper  high  school  without  any  br^ak  whatever.  In  fact  those 
who  are  ready  to  go  on  have  their  courses  and  programs  arranged  before 
they  enter.  This  condition  accounts  in  a  very  large  measure  for  the  con- 
tinuance in  the  upper  high  school  of  nearly  all  the  class  members  who  com- 
plete the  lower  high  school  course,  and  remain  in  the  city. 


Pupils  Taught  How  to  Study. 

Experience  has  shown  that  pupils  as  a  rule  do  not  know  how  to  study, 
and  consequently  a  good  part  of  the  so  called  study  periods  is  wasted.  It  is 
true  that  a  good  many  spend  considerable  time  over  their  books,  but 
very  few  concentrate  their  attention  on  a  subject  until  it  is  learned.  Les- 
sons could  be  mastered  in  half  the  time  by  proper  methods  of  study. 

For  this  reason  the  class  periods  for  the  seventh  and  eighth  grades  are 
used  for  study  as  well  as  for  recitation.  During  a  portion  of  the  time  the 

6 


pupils  are  taught  how  to  study,  and  when  they  become  ninth  grade  pupils 
they  are  expected  to  know  how  to  employ  their  study  periods  to  the  best  ad- 
vantage. Sometimes  the  whole  period  is  given  to  study  and  individual 
instruction;  but  in  general  the  first  part  of  the  period  is  given  to  lively 
intensive  class  drill,  and  the  latter  part  to  study  under  the  direction  of 
the  teacher. 

A  few  statements  will  show  clearly  the  wisdom  of  the  plai.  The 
students  represent  only  one  class,  and  they  are  engaged  in  the  study  of 
the  same  subject.  The  work  is  fresh  in  their  minds,  and  they  are  interested 
in  it.  Individual  difficulties  are  readily  and  quickly  cleared  up,  thereby 
saving  the  students  time  and  discouragement. 

If  the  period  closes  before  the  next  assignment  is  prepared,  the  stu- 
dent has  one  or  two  regular  periods  in  which  to  finish.  These  study 
periods,  or  time  at  home,  are  apt  to  be  used  to  advantage,  for  the  student 
knows  what  he  has  to  complete  and  the  work  is  already  under  way. 
Furthermore,  the  seventh  grades  have  their  own  study  rooms  and  definite 
periods  for  study  by  classes. 

This  plan  tends  to  produce  uniformity  of  work  and  does  away  to  a 
considerable  extent  with  the  practice  of  keeping  students  after  school  to 
get  lessons.  The  teacher  has  a  splendid  opportunity  to  look  out  for  the 
weaker  pupils,  to  determine  their  difficulties,  and  to  give  assistance  at  the 
right  time.  Too  much  time  is  usually  given  to  merely  "hearing"  recita- 
tions. We  need  more  of  the  laboratory  method. 

The  schedule  of  exercises  provides  for  four  regular  periods  in  the 
morning,  and  three  in  the  afternoon  with  time  between  each  period  for 
class  changes  and  relaxation.  A  short  recess  is  also  given  about  the  mid- 
dle of  each  session.  The  first  period  in  the  afternoon  is  set  aside  for  chorus 
work  and  for  other  student  exercises.  Every  Friday  at  this  time  the  whole 
school  assembles  for  student  exercises.  Occasionally  speakers  and  mus- 
icians from  the  outside  are  secured  for  thi?  period,  but  the  students  them- 
selves give  most  of  the  programs.  These  are  varied, — consisting  of  music, 
reading,  character  sketches,  current  events,  debates,  etc.  * 

The  course  of  lectures  on  vocational  information  is  given  at  this  period 
also,  usually  on  Thursdays.  The  Glee  Club  meets  once  a  week  at  this  hour, 
and  class  meetings  are  generally  held  each  week  in  the  respective  class 


rooms.  The  class  teachers  have  supervision  over  the  class  meetings.  Various 
topics  of  benefit  to  the  class  are  discussed,  among  them  being  morals  and 
manners,  school  and  street  etiquette,  dress  and  personal  appearance.  Occa- 
sionally time  is  given  to  parliamentary  practice  and  to  reports  of  ccrrmittees 
concerning  school  activities. 


A  Gradual  Development  Provided. 

The  purpose  of  the  whole  scheme  in  this  transition  period  is  to 
produce  a  gradual  development.  The  course  of  study  is  practically  pre- 
scribed for  the  seventh  grade.  The  pupils  have  the  privilege  of  electing  a 
foreign  language  at  the  beginning  of  the  seventh  grade  if  they  care  to  do 
so.  They  have  their  own  class  teachers  for  their  regular  work,  and  go  to 
other  teachers  for  special  subjects. 

In  the  eighth  grade  there  is  more  freedom  of  election  of  subjects,  and 
consequently  the  pupils  may  have  more  teachers  during  the  day.  Their 
general  study  periods  may  be  spent  in  part  at  least  under  other  teachers 
than  their  own  class  teachers,  and  with  ninth  grade  pupils.  However, 
class  rooms  are  used  for  study  purposes  so  as  to  avoid  having  too  many 
pupils  together  at  study  time.  This  hour  is  one  of  the  most  valuable  to 
the  student  and  every  effort  is  employed  to  prevent  his  getting  into  careltss 
habits  of  work. 

The  ninth  grade  students  may  elect  practically  all  the  subjects  of  their 
courses  with  the  exception  of  English,  which  is  prescribed  in  all  grades,  and 
they  do  not  have  any  class  time  given  over  to  study.  It  is  expected  that  by 
the  end  of  the  ninth  year,  the  pupils  will  have  their  work  fairly  well  defined, 
and  their  habits  of  conduct  and  study  so  established  as  to  conform  to  the 
usual  routine  of  the  upper  high  school.  It  is  this  feature  of  the  system 
which  makes  it  so  easy  for  our  ninth  grade  to  take  up  advanced  subjects 
in  the  tenth  grade,  and  to  enter  into  the  life  and  spirit  of  the  school  from 
the  very  beginning. 

Another  important  provision  of  the  system  makes  it  possible  for  a  pupil 
entering  the  seventh  grade  to  complete  his  course  and  enter  the  University 
in  five  years  instead  of  six,  if  he  arranges  his  work  properly.  This  is  due  to 
the  fact  that  pupils  may  begin  to  earn  some  University  credits  in  the  seventh 

8 


UNIVERSITY 


grade.  The  seventh  and  eighth  grade  work  in  a  foreign  language  will  give 
the  pupil  three  of  the  forty  five  required  entrance  credits,  and  the  subject 
continued  through  the  ninth  grade  will  add  three  more  credits.  Likewise, 
the  eighth  and  ninth  grade  courses  in  drawing  will  satisfy  the  requirement 
in  this  subject  and  give  three  units  credit.  Other  credits  may  be  partially 
earned  by  seventh  and  eighth  grade  pupils  in  the  departments  of  manual 
and  domestic  arts. 

A  further  saving  of  time  in  the  system  is  accomplished  in  the  first  divi- 
sion. The  work  formerly  done  during  the  first  seven  years  is  now  concen- 
trated into  the  six  years  composing  the  first  cycle.  The  results  are  fully  as 
satisfactory  as  before  and  requires  no  greater  effort  on  the  part  of  the  pu- 
pils, since  much  time  has  been  lost  in  the  past  in  dealing  with  non-essentials. 


The  Course  of  Study. 

All  subjects  are  of  value,  but  they  are  not  of  equal  value  to  every 
person.  Since  the  aim  of  the  lower  high  school  is  to  give  special 
attention  to  the  individual,  it  is  necessary  that  the  courses  offered  in 
the  upper  grades  be  very  largely  elective. 

The  student,  however,  does  not  use  his  own  judgment  entirely  in 
making  the  selection  of  his  elective  work.  He  is  given  very  definite 
information  concerning  the  different  courses  and  is  shown  their  relation  to 
other  lines  of  work.  His  past  record  and  tendencies  are  taken  into  account. 
Whenever  possible  the  parents  are  consulted  as  to  the  opportunities  and 
needs  of  the  child.  The  pupil  is  not  allowed  in  any  case  to  select  his 
work  definitely  until  after  he  has  had  an  opportunity  to  talk  the  subject 
over  with  his  parents. 

It  does  not  follow  that  a  course  once  selected  must  be  completed. 
This  is  the  formative  age  of  the  pupil,  a  time  when  he  is  discovering  his 
capabilities.  If,  after  due  trial  and  conscientious  effort,  a  student  is  not  gain- 
ing what  he  should  from  a  certain  subject,  he  may  be  allowed  to  drop  it 
and  confine  his  attention  to  other  things  of  more  vital  interest  to  him.  It  is 
better  to  permit  a  pupil  to  change  to  something  he  can  really  do  satisfac- 
torily, than  to  make  him  continue  to  the  end  of  the  term  a  subject  from  which 

9' 


he  is  deriving  little  or  no  benefit,  and  then  fail  him.  Failures  are  discourag- 
ing. Every  time  a  pupil  fails  he  is  lowering  his  confidence  in  himself. 

Promotions  are  also  based  upon  individual  capabilities  and  not  upcn 
some  class  standard.  In  fact  a  student  may  be  promoted  at  any  time  if  he 
has  the  ability  to  do  the  work  of  a  higher  class,  even  though  he  does  not 
take  all  of  his  former  course.  A  pupil  who  does  not  have  a  chance  to  work 
somewhere  near  the  limits  of  his  ability,  will  get  into  bad  habits  of  study 
and  of  conduct. 

A  sort  of  "follow  up"  system  is  in  use  by  which  every  weak  or  irreg- 
ular pupil  is  looked  after  and  advised  by  the  principal,  or  by  the  teachers 
who  are  closest  in  touch  with  his  work.  The  parents  are  also  kept  informed 
as  to  his  conduct,  and  thus  their  co-operation  is  secured. 


Content  of  Special  Subjects. 

It  is  not  within  the  limits  of  this  discussion  to  go  into  details  concerning 
the  content  of  the  subjects  offered.  In  fact  the  subject  matter  of  several 
of  the  courses  is  in  the  making.  It  is  undoubtedly  true  that  much 
time  is  wasted  in  teaching  non-essentials,  and  for  this  reason  the  whole 
course  of  study  is  being  reorganized  and  adapted  to  the  needs  of  the  indi- 
vidual in  his  life  work. 

A  few  statements  will  serve  to  give  a  better  understanding  of  certain 
special  features  of  the  courses  of  instruction.  Students  in  the  seventh  grade 
who  do  not  elect  a  foreign  language,  take  a  course  known  as  Extra  English. 
This  is  in  addition  to  the  regular  English  work,  which  is  required  of  all. 
This  course  consists  of  the  reading  both  in  and  out  of  school  of  a  well 
selected  list  of  books.  Considerable  attention  is  given  in  class  to  oral  expres- 
sion and  to  the  interpretation  of  selected  passages.  Some  time  is  spent  in 
writing  short  essays  as  supplementary  to  the  regular  composition  work. 
This  course  may  be  continued  in  the  eighth  grade. 

There  are  many  children  who  have  acquired  the  habit  of  reading 
sensational  books  and  papers.  The  thoughts  resulting  from  this  reading  so 
occupies  their  minds  that  th^y  become  "dreamers"  and  scarcely  fit  for  the 
regular  duties  of  home  or  school.  They  neglect  their  work,  and  seem  to 
have  lititle  or  no  interest  in  the  things  which  all  normal  children  enjoy. 

'10 


The  course  in  Extra  English  is  intended  for  such  persons,  as  well  as 
for  those  who  wish  to  become  familiar  with  our  best  literature.  The  out- 
side reading  is  selected  according  to  the  ability  and  temperament  of  the 
individual;  and  much  practice  is  given  the  pupil  by  requiring  him  to  tell  in  his 
own  words  the  story  he  has  read,  or  to  describe  some  character  represented 
in  the  book.  The  course  provides  for  considerable  reading  from  memovy 
as  well  as  from  the  printed  page. 

Perhaps  no  subject  needs  revision  more  than  mathematics.  All  will 
agree  that  there  is  much  waste  material  and  too  much  work  in  the  abstract. 
This  course  is  being  completely  reorganized  and  simplified.  The  material 
for  each  grade  has  been  divided  into  essentials  and  non-essentials.  The 
minimum  of  essential  work  provided  is  less  than  the  average  class  will  accom- 
plish. This  gives  opportunity  to  strengthen  the  foundation  work  of  the 
preceding  term. 

The  course  in  arithmetic  for  the  seventh  grade  deals  with  measure- 
ments. "Children  entering  this  grade  have  the  ability  to  compute,  but 
lack  the  power  to  readapt  their  knowledge  to  a  new  content  involving 
measurement.  It  is  the  aim,  therefore,  to  have  the  children  of  this  grade 
compute,  from  field  work,  maps,  buildings,  plans,  etc.,  so  nearly  akin  to 
their  personal  experience  that  they  are  obliged  to  exert  independence  and 
self  reliance  to  attain  a  purpose  whose  worth  they  appreciate." 

The  material  for  the  eighth  grade  arithmetic  is  furnished  by  conditions 
of  home  or  business  life.  For  example,  the  problem  for  a  whole  term  may  sup- 
pose a  man  and  his  wife  starting  out  in  life  with  a  small  reserve  and  an  in- 
come of  say  $  1  500  per  year.  They  propose  to  rent  for  a  time,  but  event- 
ually expect  to  buy  a  lot  and  build  and  furnish  a  house.  The  pupils  them- 
selves determine,  as  far  as  possible,  the  living  expenses  and  how  much  the 
man  ought  to  lay  by  each  month  for  their  new  home.  They  ascer- 
tain the  price  of  a  suitable  lot,  the  cost  of  the  house,  draw  the 
floor  plans,  and  select  the  furniture.  The  members  of  the  class  go  to  various 
business  houses  to  get  prices  and  to  make  selections,  keeping  in  mind 
always  the  man's  income.  They  determine  when  it  would  be  advisable  to 
build,  and  how  much  indebtedness,  if  any,  should  be  carried  on  the  install- 
ment plan. 

Other  problems  of  similar  nature  are  taken  up  in  the  class  and  many 
related  problems  are  considered. 


There  is  real  value  to  a  course  of  this  character  and  there  is  much 
interest  in  the  work.  It  is  a  concrete  problem,  and  the  children  take 
hold  of  it  with  enthusiasm. 

"In  the  ninth  grade  is  given  such  work  in  arithmetic,  algebra,  and 
geometry  as  can  be  developed  from  and  expressed  in  terms  of  the  things 
entering  into  the  life  of  the  pupil.  Those  who  do  not  continue  mathe- 
matics will  be  familiar  with  its  simplest  elements.  Those  who  continue  will 
have  a  general  introduction  to  the  work  in  which  they  will  specialize  later." 

A  school  savings  bank  has  been  established  mainly  for  the  purpose  of 
encouraging  the  habit  of  saving.  Children  have  small  amounts  given  them 
which  they  spend  thoughtlessly  without  deriving  any  real  benefit  therefrom. 
They  should  be  taught  the  value  of  money  and  that  it  should  not  be  spent 
foolishly.  It  is  estimated  that  the  students  in  some  of  our  largest  schools 
spend  from  five  to  ten  dollars  a  day  on  nicknacks.  The  usual  form  of 
deposit  slips,  pass  books,  checks,  etc.  are  provided.  The  money  received 
is  deposited  in  one  of  the  regular  savings  banks,  and  interest  is  allowed  at  the 
usual  rate. 

One  of  the  most  important  departments  in  the  school  is  the  printing 
office.  It  has  become  more  valuable  than  was  at  first  anticipated.  About 
forty  students  are  connected  with  the  department  at  the  present  time,  and 
they  print  the  school  paper  and  various  announcements  and  circulars.  Some- 
times this  department  provides  supplementary  lessens  in  some  of  the  regular 
subjects.  This  work  is  a  part  of  the  manual  training  course  and  students 
get  the  usual  credit. 

The  best  articles  by  the  members  of  the  English  classes  are  printed 
in  the  paper,  and  this  furnishes  an  incentive  to  students  to  put  forth  their 
best  efforts.  Likewise  those  who  do  well  in  scholarship  or  in  some  depart- 
ment of  school  activities  receive  recognition  through  the  columns  of  the  pa- 
per. But  one  of  the  most  valuable  uses  of  the  printing  press  is  the  practical 
work  provided  the  classes  in  English.  Proof  sheets  are  distributed  for  cor- 
rection by  the  students,  and  by  this  means  much  practice  is  given  in  spell- 
ing, punctuation,  construction,  and  general  arrangement  of  paragraphs.  Close 
observation  is  demanded  because  of  the  competition  in  detecting  eirors. 

The  course  in  World's  Work  and  Pacific  Coast  Problems  is  being 
developed  this  year.  It  deals  with  those  things  in  which  the  world  is 

12 


vitally  interested, — the  activities  that  go  to  advance  civilization.  Such 
topics  as  the  following  are  considered:  Conservation  of  natural  resources, 
irrigation  problems,  feeding  and  clothing  the  people,  pure  food  laws, 
advancement  of  learning,  international  peace  movement,  etc. 

The  opening  of  the  Panama  Canal  will  make  the  West  an  important 
commercial  section,  and  numerous  international  problems  will  arise.  The 
condition  and  development  of  the  Pacific  Coast  countries  are  of  particular 
interest  to  California.  The  course  calls  for  a  considerable  knowledge  of 
geography. 

Foreign  languages  are  taught  almost  wholly  by  the  conversational 
method.  The  objects  in  the  rooms  furnish  subjects  of  conversation.  Some- 
times the  recjtation  period  is  turned  into  a  social  gathering,  or  an  afternoon 
tea-party  to  bring  into  use  a  larger  vocabulary.  The  children  are  taught 
to  sing  songs  in  the  language,  and  occasionally  a  little  play  is  given  before 
the  school.  As  the  work  progresses  more  time  is  given  to  grammatical 
construction  and  translation. 

A  course  in  General  Science  is  given  in  the  ninth  grade.  A  study 
is  made  of  those  natural  phenomena  that  affect  human  life  and  property. 
The  relation  of  energy  and  matter  is  clearly  shone  by  concrete  examples. 
Household  utensils  are  employed  to  illustrate  in  a  practical  way  some  of 
the  common  scientific  truths.  It  is  the  purpose  of  the  course  to  include 
many  outdoor  observations,  and  to  study  the  conditions  affecting  the 
growth  of  plants. 

The  work  in  Personal  Hygiene  and  Community  Hygiene  is  under 
the  direction  of  the  medical  department  of  the  school.  Talks  are  given 
before  the  children  on  various  subjects  of  personal  hygiene  and  sanitation, 
and  of  public  health  and  safety.  The  boys  and  girls  are  taken  sepa- 
rately for  instruction  in  matters  pertaining  to  sex.  This  is  a  very  impor- 
tant work,  though  usually  neglected  in  the  courses  of  instruction.  How- 
ever, to  be  effective,  it  is  a  subject  which  must  be  presented  with  great 
care.  The  lower  high  school  is  certainly  the  place  where  sex  instruc- 
tion should  begin,  although  sex  information  should  begin  much  earlier  in 
the  home* 

The  science  instruction  in  the  seventh  and  eighth  grades  consists  of 
home  gardening  and  field  excursions  in  small  squads.  School  gardening  is 

13 


carried  on  quite  extensively  by  the  lower  grades.  Scrre  cf  the  children  have 
their  gardens  on  the  university  grounds  and  work  under  the  direction  of  the 
university  inctructors.  The  pupils  of  the  Washington  school  are  conducting 
a  model  farm,  representing  a  ten  acre  Califcrnia  ranch. 

The  value  of  this  training  comes  not  so  much  from  the  gardens  the 
children  produce  as  from  the  knowledge  they  acquire  concerning  nature. 
They  are  taught  to  observe,  and  there  is  created  within  them  a  love  for 
the  flowers  and  plants  of  the  field.  One  important  result  noted  co  far  in 
this  movement  is  the  interest  the  children  take  in  their  own  homes.  Instead 
of  the  mother  or  the  father  caring  for  the  yard,  or  perhaps  letting  the,  place 
go  neglected,  in  many  instances  the  children  have  taken  the  initiative  in 
making  an  attractive  yard  and  vegetable  garden.  Schcol  exhibits  of  seme 
of  the  products  demonstrate  what  may  be  done. 

It  is  a  good  thing  for  children  to  have  some  r.cme  c'ulier,  erd  it  is 
all  the  better  if  the  work  is  agreeable.  Besides,  child  en  are  better  off  at 
home  than  on  the  streets.  Usually  the  work  done  around  the  home  is  of 
considerable  help  to  the  hard  working  father  and  mother.  Children  who 
have  some  responsibility  about  the  home  are  sure  to  have  a  greater  love 
and  consideration  for  the  horre  and  family  life. 

A  suggestion  has  been  rr.cde  that  the  children  be  taught  the  love  and 
care  of  animal  life  by  raising  a  few  chickens  in  the  back  yard.  Consider- 
ing the  high  cost  of  eggs,  this  might  prove  desire ble  frcm  an  eccncmic 
point  of  view.  A  proposition  worth  considering  is  to  hatch  the  chickens  on 
the  school  premises  by  means  of  an  incubator.  The  plant  could  be  estab- 
lished at  one  end  of  the  school  garden,  and  the  ycung  chicks  taken  care 
of  until  a  few  weeks  old.  In  this  way  the  children  could  be  taught  how  to 
do  the  work.  This  undoubtedly  will  be  an  important  part  of  the  instruction 
given  by  the  teacher  of  agriculture. 

In  the  ninth  year  the  course  in  Vocational  Information  provides  for  an 
intelligent  discussion  of  the  various  occupations  of  man.  Many  persons  drift 
into  a  vocation  almost  by  accident  and  thus  their  whole  life  work  is  deter- 
mined. Failures  often  result  because  of  the  un fitness  of  the  persons  for  the 
occupations  into  which  they  drift. 

This  course  gives  a  general  acquaintance  with  the  more  ccmmon  vo- 
cations, and  in  a  measure  prepares  the  student  for  an  intelligent  selecficn  of 

14 


a  life  woik,  and  at  a  period  when  there  is  still  ample  time  for  special  prepa- 
ration for  the  work.  A  course  of  lectures  by  persons  experienced  in  the  affairs 
of  life  is  provided  each  term.  These  lectures  furnish  the  basis  of  further  discus- 
sion in  the  classes. 

There  are  many  pupils  attending  high  schccl  who  vsish  to  devote 
considerable  ti  ns  to  voice  cjlture  or  instrumental  music.  This  they  are  un- 
able to  do  and  carry  a  full  course  in  school.  Some  make  the  attempt,  but 
only  the  very  strong  are  able  to  do  justice  to  ail  subjects.  To  accommodate 
this  class  of  students,  work  of  this  character  may  be  counted  as  one  of  the 
subjects  in  the  course.  Credit  toward  graduaticn  is  given  for  approved  train- 
ing. 

The  Board  of  Education  has  under  advisement  the  introducticn  of 
motion  pictures  as  a  factor  in  our  educational  system.  Pupils  of  the  lower 
high  schools  especially  ar^  of  the  age  to  be  deeply  impressed  by  picture?. 
They  demand  amusement,  and  there  is  opportunity  to  use  the  motion  pict- 
ures as  a  means  of  instruction  as  well  as  of  entertainment. 

The  motion  picture  has  come  to  stay  and  is  wielding  a  mighty  in- 
fluence over  the  people,  particularly  over  the  children  of  school  age.  This 
influence  is  not  always  the  best,  in  fact  it  is  frequently  a  menace  to  the  well 
being  of  our  boys  and  girls.  Besides,  the  pupils  of  our  schools  spend  a  good 
many  dollars  daily  in  visiting  motion  picture  shows. 

If  the  school  authorities  establish  morion  picture  apparatus  for  the 
use  of  our  schools,  and  for  entertainment  in  the  evening  in  the  school  build- 
ings as  social  centers,  it  will  not  be  long  until  a  higher  grade  of  pictures 
will  be  demanded  of  those  who  operate  motion  picture  shows. 

Time  to  Call  a  Halt. 

Life  in  the  modern  high  school  of  our  larger  cities  has  become  so  stren- 
uous that  students  are  grown  old  by  the  time  the  course  is  completed.  In 
fact  only  a  small  per  cent  finish;  and  many  parents  ask  this  question:  "Is  it 
worth  while?"  Many  claim  that  the  cause  of  the  nervous  condition  with 
which  children  are  often  afflicted,  is  due  to  an  over  crowded  curriculum,  and 
that  children  are  overwcrked.  However,  those  who  are  familiar  with  the 
real  facts,  know  that  this  is  seldom  the  case.  School  studies  are  not 
often  responsible  for  nervous  breakdown. 

15 


The  cause  of  nervous  strain  is  due  to  the  numerous  school  activities 
almost  wholly.  Now,  no  one  would  wish  to  eliminate  entirely  the  social 
side  of  school  life,  for  it  must  be  admitted  that  the  social  instincts  need  to  be 
develoed.  But  it  is  an  easy  matter  to  go  to  extremes,  especially  in  this 
direction. 

Dances,  class  parties,  receprions,  entertainments,  school  plays,  picnics, 
etc,  have  became  so  numerous  as  to  almost  exclude  the  real  purpose  of 
school.  In  fact  some  students  have  come  to  regard  a  school  course  as  a 
necessary  evil  to  retain  membership  in  the  social  life  of  the  school.  If  these 
students  are  allowed,  as  they  often  are,  to  run  the  affairs  in  which  they 
are  particularly  interested,  it  is  small  wonder  that  school  work  must  take  a 
secondary  place. 

Athletics  which  should  be  for  the  benefit  of  all,  have  become  so  highly 
specialized  as  to  exclude  all  save  the  very  robust.  Those  who  should  really 
receive  the  training  are  not  allowed  to  participate  in  the  exercises;  while  those 
who  are  naturally  well  developed,  are  over  trained  and  finally  left  physical 
wrecks.  This  condition  is  recognized  by  most  principals  but  not  many  have 
the  courage  of  their  convictions. 

Then  there  comes  the  rallies  for  the  teams,  and  excursions  to  witness 
the  games.  At  such  times  students  usually  are  left  to  do  as  they  please 
without  the  slightest  supervision.  As  a  result,  in  the  excitement  of  the 
contest  and  after  it  is  over,  many  unpleasant  things  may  occur.  It  all  ends 
by  the  visitors  returning  to  their  homes  at  a  late  hour  so  exhausted  that 
most  of  Sunday  is  spent  in  bed  gaining  strength  for  the  activities  of  the  com- 
ing week.  This  program  is  repeated  every  week  or  two  during  certain 
seasons  of  the  year. 

All  this  activity  during  the  year,  and  then  at  the  close  a  continual  round 
of  a  week  or  two  at  commencement,  is  apt  to  leave  most  everyone  including 
parents,  faculty  and  children  in  a  state  of  nervous  collapse.  But  no  one  can 
truthfully  lay  the  blame  to  hard  and  long  lessons.  The  fact  is  we  need 
more  of  the  simple  life  in  the  school  as  well  as  out  of  the  school. 

And  this  is  not  all.  The  expense  of  a  four  years'  course  in  high  school 
is  so  great  as  to  exclude  from  the  social  activities  practically  all  except  the 
well  to  do.  Fortunately  many  attend  even  though  they  are  obliged  to  deny 
themselves  all  forms  of  social  enjoyment.  But  it  is  embarassing  for  a  student 

16 


to  have  to  refuse  to  pay  school  assessments,  to  have  a  class  picture  taken,  or 
to  purchase  a  class  pin.  Besides  all  this,  students  are  urged  to  buy  tickets 
for  all  sorts  of  entertainments,  for  yachting  trips  and  the  like. 

One  of  the  worst  evils  which  has  crept  into  school  life  is  the  extrava- 
gance permitted  in  the  matter  of  clothes.  Girls,  who  should  dress  simply  as 
girls,  go  to  school  in  fashionable  gowns  with  their  hair  done  up  in  the  latest 
style;  and  boys  appear  in  the  latest  cuts  of  tailor  made  suits.  This  custom 
leads  not  only  to  habits  of  extravagance,  but  it  brings  humiliation  to  the 
poorer  children  and  often  lays  a  heavy  burden  upon  the  parents.  The 
burden  becomes  so  great  at  commencement  time  that  some  children  are 
forced  to  withdraw  before  the  close  because  of  the  competition  of  clothes. 
This  general  condition  in  our  schools  is  un-American.  Is  it  not  time  to 
call  a  halt  and  to  insist  upon  a  more  sensible  standard?  The  schools  are 
supported  by  general  taxation  and  conditions  should  not  be  allowed  that 
would  in  any  way  debar  or  humiliate  the  children  of  the  humblest  families. 

School  Life  and  Activities. 

Under  the  reorganized  plan,  the  social  side  of  the  pupil's  life  is  not  neg- 
lected, but  it  is  very  carefully  supervised.  The  moral  development  of  the 
child  is  considered  of  prime  importance;  for  the  making  of  intelligent  men 
and  women  of  strong  character  who  shall  become  worthy  citizens,  is  our 
ultimate  aim.  The  social  instincts  are  very  pronounced  at  this  period  of 
the  child's  growth,  and  great  care  is  exercised  to  see  that  every  influence  of 
the  school  is  of  the  right  sort. 

Our  most  successful  teaches  are  those  who  interest  themselves  in  the 
social  affairs  of  the  children,  and  who  seek  through  their  influence  and  per- 
sonal conduct  to  inspire  a  high  moral  standard  in  all  student  activities.  To 
foster  this  spirit,  it  is  the  aim  to  make  the  school  the  center  of  student  life, — 
a  place  where  pupils  and  teachers,  as  well  as  parents,  may  meet  for  an 
evening  of  well  directed  pleasure  and  entertainment.  Too  much  emphasis 
cannot  be  placed  on  this  plan  as  a  means  of  promoting  a  healthful  moral 
growth,  and  of  maintaining  a  proper  attidude  toward  the  school. 

All  pupils  are  encouraged  to  take  part  in  some  school  activity.  Men- 
tion has  already  been  made  of  the  associated  student  body.  The  officers  of 
this  organization  and  the  managers  of  the  athletic  departments  are  elected 

17 


from  the  members  of  the  scholarship  roll,  which  is  represented  by  those 
whose  conduct  and  class  record  stand  highest  in  the  school.  The  executive 
board  and  student  body  meetings  furnish  excellent  opportunities  for  parlia- 
mentary drill  and  practice  in  extemporaneous  speaking. 

An  effort  is  made  to  interest  as  many  students  as  possible  in  athletic 
exercises  of  some  kind.  Well  directed  games  and  contests  produce  strong 
physical  bodies  and  enable  the  students  to  exercise  greater  mental  activity. 
The  weak  rather  than  the  strong  should  take  part  in  school  play.  All  ath- 
letics are  under  the  personal  supervision  of  the  teachers.  The  practice  in 
most  schools  of  attempting  to  develop  a  few  of  the  strongest  students  into 
winning  teams  defeats  ihe  very  purpose  of  athletics. 

The  school  paper  is  especially  valuable  in  making  school  life  attractive, 
and  its  influence  goes  far  towards  moulding  a  good  wholesome  school  atti- 
tude. The  fact  that  the  whole  paper  from  type  setting  to  contents  is  a 
product  of  the  school,  makes  it  all  the  more  important.  It  is  a  matter  of 
considerable  pride  that  the  paper  is  printed  on  a  press  belonging  to  the 
department,  which  makes  it  possible  to  have  a  neat  publication  free  from 
advertisements. 

A  good  many  students  come  quite  a  distance  to  school;  and  for  these 
the  noon  hour,  under  proper  conditions,  furnishes  a  period  of  sociable  en- 
joyment. To  provide  for  those  who  are  thus  unable  to  go  home  at  noon, 
a  cafateria  has  been  established  in  a  large,  well  lighted  room.  Unlike 
most  school  lunch  rooms,  the  place  is  kept  clean  and  attractive.  The  fur- 
nishings and  equipment  are  similar  to  those  found  in  a  first  class  cafateria, 
and  good  wholesome  food  of  home  cooking  is  served.  For  ten  cents  a 
pupil  may  get  quite  a  substantial  lunch.  Some  spend  only  five  cents  and 
bring  a  portion  of  their  lunch. 

Best  of  all,  this  provision  tends  to  preserve  the  health  of  the  children. 
There  is  no  longer  any  necessity  of  bolting  down  a  cold  lunch  in  a  cold 
place,  an  J  then  perhaps  running  out  in  the  street  to  buy  a  piece  of  pie  or 
a  cornucopia  from  a  street  vender.  On  the  other  hand,  the  lunch  room 
is  comfortable,  and  the  conduct  is  just  as  orderly  as  in  a  well  appointed  res- 
taurant. It  is  a  delightful  place  for  both  teachers  and  pupils,  and  the  hour 
seems  all  too  short  for  those  who  remain  for  enjoyable  conversation. 

The  orchestra,  dramatic  and  debating  societies,  and  the  glee  clubs  are 

18 


other  departments  which  go  to  make  school  days  attractive  and  worth  while 
to  the  student.  In  it  all  the  personality  of  the  teacher  is  of  prime  importance. 
The  teacher  is  the  guiding  influence,  and  must  always  be  ?o  during  this  criti- 
cal period  of  child  growth  and  activity. 

The  lower  high  school  is  destined  to  fill  a  long  felt  want  in  that  it 
proposes  to  care  for  the  individual  just  at  the  time  when  he  needs  most  at- 
tention, and  to  give  him  that  training  which  will  best  fit  him  for  the  active 
duties  of  life. 


19 


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